Answer:
y = - 
x - 
Step-by-step explanation:
The equation of a line in slope- intercept form is
y = mx + c ( m is the slope and c the y- intercept )
Rearrange 5x + 9y + 18 = 0 into slope- intercept form
Subtract 5x + 18 from both sides
9y = - 5x - 18 ( divide all terms by 9 )
y = - x - 2 ← in slope- intercept form
with m = -
Parallel lines have equal slopes, thus
y = - x + c ← is the partial equation
To find c substitute (- 5, - 7) into the partial equation
- 7 = 
+ c ⇒ c = - 7 - = -
y = - x - ← equation of line
Answer:
-2 2/5
Step-by-step explanation:
-3 4/5 = 19/5
1 2/5 = 7/5
-19/5 + 7/5 = -12/5
-12/5 = -2 2/5 = -2.4
Answer:
x = -2 and y = 0
Step-by-step explanation:
5x + y = -10
4x - 7y = -8
Rearrange the first equation to equal y.
5x + y = -10
y = -10 - 5x
Replace y in the second equation with the first equation.
4x - 7y = -8
4x - 7(-10 - 5x) = -8
4x - (-70 -35x) = -8
4x + 70 + 35x = -8
Rearrange the equation to find x.
4x + 35x = -8 - 70
39x = -78
x = -2
Now that you know x, use the rearranged first equation to find y.
y = -10 - 5x
y = -10 - 5(-2)
y = -10 + 10
y = 0
How to Draw Parallel Lines:
1. Draw a straight line any length
2. Draw another straight line any length
(note : ensure the lines will never intersect)
They shall never horizontally or vertically.
How to Draw Perpendicular Lines:
1. Draw a straight line vertically
2. Draw a straight line horizontally
(note : length does not necessarily matter)
The two lines must cross at right angles to each other!!
With the parallel line instructions, simply just draw lines but, when given the slopes of two lines, you must get graphing paper or make your own, and graph it by plotting points and then getting a ruler and tracing it.
With the perpendicular lines it helps with showing a relation between situations along with given slopes. They shall intersect always and meet at a 90° angle. Use the equations and plot them then take a ruler and trace them and notice the intersection. Solve it yourself and see that the intersection and the answers you got are the same.
